Lesson Plan Title: Squanto and the Pilgrims: comprehension, characters, geography Concept / Topic To Teach: Integrated lesson tying Squanto and the Pilgrims to other content areas: comprehension, character description, and geography of the northeastern United States Standards Addressed: Reading standards:
1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
2. Determine a theme of a story, drama, or poem from details in the text; summarize the text
3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.
3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
Speaking and Listening standards:
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
Language standards:
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization. b. Use commas and quotation marks to mark direct speech and quotations from a text. c. Use a comma before a coordinating conjunction in a compound sentence. d. Spell grade-appropriate words correctly, consulting references as needed.
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely.
Social Studies Standards:
HIST 4.1 Explain connections among historical contexts and people’s perspectives at the time.
GEO 4.6 Explain how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas
GEO 4.7 Explain how human settlements and movements relate to the locations and use of various natural resources.
GEO 4.8 Analyze the effects of catastrophic environmental and technological events on human settlements and migration.
General Goal(s): general knowledge across content areas Specific Objectives: for ELA: understand the major plot/themes of the story and the behavior and motivation of a character of their choosing. Social Studies: be able to identify specific places mentioned in Squanto and the Pilgrims including Massachusetts (and specifically Maine)
Required Materials: Internet access and access to school computer lab to create Fakebook page for a character of their choosing, a Smartboard to display the Smart Notebook quiz, scrap paper and pencil to create a perfunctory Fakebook account and take notes Anticipatory Set (Lead-In): This will act as a follow-up to the prior lesson in which students wrote a story using vocabulary from the story, and will extend their understanding of Squanto and the Pilgrims across different content areas. I will introduce them to a Fakebook account I created as an example for them to refer to. Step-By-Step Procedures: (1) show children a sample Fakebook account that they can use as a model to create an account for a character of their choosing; (2) briefly review the relevant geographical information they will need to know and use the Smart Notebook quiz as a review (3) allow them to break off into partnered teams to discuss the story and its characters, theme, and plot as a review for the Fakebook activity (4) on day 2, allow for time in class for students to create the Fakebook account
Plan For Independent Practice: - Closure (Reflect Anticipatory Set): Review the story, show Fakebook accounts, and engage in a whole class discussion related to the story and time period - Assessment Based On Objectives: Assessment will be via rubric for the creation of the Fakebook account (where students will be scored based on understanding of the character, proper grammar and spelling, and incorporation of 3 other elements or characters from the story) - Adaptations (For Students with Learning Disabilities): none needed - Extensions (For Gifted Students): none needed - Possible Connections to Other Subjects: social studies, english language arts
There are no grammatical mistakes in the account after feedback from an adult.
There are 1-2 grammatical mistakes in the account even after feedback from an adult.
There are more than 2 grammatical mistakes in the account even after feedback from an adult.
Spelling & Proofreading
No spelling or punctuation errors remain after one person other than the typist reads and corrects the account
No more than 1 spelling or punctuation error remains after one person other than the typist reads and corrects the account
No more than 3 spelling or punctuation errors remain after one person other than the typist reads and corrects the account
3 or more spelling or punctuation errors can be found in the account
Account Holder
The account holder is a main character mentioned by name in the story
The account holder is a character that is not named in the story, but could be seen as being present for the events of the story
The account holder can be seen as being only mildly connected to the story, and would only be a minor participant in the story
The account holder that was created would not have been present when the events of the story took place
Friends
There are at least three friends of the account holder that are either in the story or made up effectively to make sense in the account, meeting the minimum requirements
There are only 2 friends that make sense to the account
There is only 1 friend that makes sense to the account
Either no friends were created OR none of the created friends make sense to the account
Graphics/Pictures
Appropriate graphics and pictures have been chosen for each character
Appropriate pictures or graphics were chosen for more than half, but not all, of the created characters
Appropriate pictures or graphics were chosen for less than half of the characters
Either no pictures were used OR none of the pictures used were appropriate for the created characters
Use of facts from the text
Student incorporated 3 or more facts from the story into the account
2 facts from the text were used
1 fact from the text was used
No factual information from the story was used in the account
Squanto and the Pilgrims: comprehension, characters, geography
Concept / Topic To Teach: Integrated lesson tying Squanto and the Pilgrims to other content areas: comprehension, character description, and geography of the northeastern United States
Standards Addressed:
Reading standards:
1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
2. Determine a theme of a story, drama, or poem from details in the text; summarize the text
3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.
3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
Speaking and Listening standards:
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
Language standards:
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization. b. Use commas and quotation marks to mark direct speech and quotations from a text. c. Use a comma before a coordinating conjunction in a compound sentence. d. Spell grade-appropriate words correctly, consulting references as needed.
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely.
Social Studies Standards:
HIST 4.1 Explain connections among historical contexts and people’s perspectives at the time.
GEO 4.6 Explain how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas
GEO 4.7 Explain how human settlements and movements relate to the locations and use of various natural resources.
GEO 4.8 Analyze the effects of catastrophic environmental and technological events on human settlements and migration.
General Goal(s): general knowledge across content areas
Specific Objectives: for ELA: understand the major plot/themes of the story and the behavior and motivation of a character of their choosing. Social Studies: be able to identify specific places mentioned in Squanto and the Pilgrims including Massachusetts (and specifically Maine)
Required Materials: Internet access and access to school computer lab to create Fakebook page for a character of their choosing, a Smartboard to display the Smart Notebook quiz, scrap paper and pencil to create a perfunctory Fakebook account and take notes
Anticipatory Set (Lead-In): This will act as a follow-up to the prior lesson in which students wrote a story using vocabulary from the story, and will extend their understanding of Squanto and the Pilgrims across different content areas. I will introduce them to a Fakebook account I created as an example for them to refer to.
Step-By-Step Procedures: (1) show children a sample Fakebook account that they can use as a model to create an account for a character of their choosing; (2) briefly review the relevant geographical information they will need to know and use the Smart Notebook quiz as a review (3) allow them to break off into partnered teams to discuss the story and its characters, theme, and plot as a review for the Fakebook activity (4) on day 2, allow for time in class for students to create the Fakebook account
Plan For Independent Practice:
- Closure (Reflect Anticipatory Set): Review the story, show Fakebook accounts, and engage in a whole class discussion related to the story and time period
- Assessment Based On Objectives: Assessment will be via rubric for the creation of the Fakebook account (where students will be scored based on understanding of the character, proper grammar and spelling, and incorporation of 3 other elements or characters from the story)
- Adaptations (For Students with Learning Disabilities): none needed
- Extensions (For Gifted Students): none needed
- Possible Connections to Other Subjects: social studies, english language arts
SMART NOTEBOOK REVIEW QUIZ :
SAMPLE FAKEBOOK ACCOUNT LINK:
http://www.classtools.net/FB/1017-KgEAPG
FAKEBOOK CREATION RUBRIC: